Definition of collaborate – “to work jointly with others or together …” (Merriam-Webster)

The recent Hawaiian Mission Houses Historic Site and Archives project “Letters from the Ali‘i,” more than 225 letters written by 42 different ali‘i between 1820-1907, helps illustrate the collaboration between the missionaries and the ali‘i.

These letters have been digitized, transcribed, translated and annotated by interns under the direction of Dr. Puakea Nogelmeier, Executive Director of the Awaiaulu Foundation.

The Ali‘i Letters project “changed my perspective on the anti-missionary, anti-Anglo-Saxon rhetorical tradition that scholarship has been produced, contemporary scholarship, and it is not to discredit that scholarship, but just to change a paradigm, to shift the paradigm, and it shifted mine.” (Kaliko Martin, Research Assistant, Awaiaulu)

Jon Yasuda was another of the intern translators who participated in the translation project. He received his Master’s Degree in Hawaiian Language from UH Mānoa.

In a November 4, 2016 interview on ‘Ōlelo’s ‘First Friday’, interviewer Manu Ka‘iama noted that “the nice thing about these letters is it kind of is a portal” that illustrate the feeling at the time and “you have some proof of that”. She asked what Yasuda found interesting in the letters; he noted:

“I think one thing that is interesting is that it really shows the way that the missionaries and a lot of the chiefs at the time needed to work together. They worked together, and through their letters we can see the ways … that they helped each other. And I think that both sides had things to share with each other that were beneficial to both sides.”

“I think that one thing that is commonly believed is that the missionaries really came in and started barking orders, and saying this is how it’s going to be … and you are going to do this and you are not going to do that and this is how you need to be. But what we are really seeing is that it wasn’t quite like that.”

“There were very few missionaries in comparison to how many Hawaiians there were at the time. And so, the letters really show us the way that the missionaries and Hawaiians worked together and how some of the things the missionaries brought, for example, sewing and some business, and trade were attractive to the Hawaiians at the time. And, they really had to work together for a lot.” (Jon Yasuda)

Puakea Nogelmeier had a similar conclusion. In remarks at a Hawaiian Mission Houses function he noted,

“The missionary effort is more successful in Hawai‘i than probably anywhere in the world, in the impact that it has on the character and the form of a nation. And so, that history is incredible; but history gets so blurry …”

“The missionary success cover decades and decades becomes sort of this huge force where people feel like the missionaries got off the boat barking orders … where they just kind of came in and took over. They got off the boat and said ‘stop dancing,’ ‘put on clothes,’ don’t sleep around.’”

“And it’s so not the case ….”

“The missionaries arrived here, and they’re a really remarkable bunch of people. They are scholars, they have got a dignity that goes with religious enterprise that the Hawaiians recognized immediately. …”

“The Hawaiians had been playing with the rest of the world for forty-years by the time the missionaries came here. The missionaries are not the first to the buffet and most people had messed up the food already.”

“(T)hey end up staying and the impact is immediate. They are the first outside group that doesn’t want to take advantage of you, one way or the other, get ahold of their goods, their food, or your daughter. … But, they couldn’t get literacy. It was intangible, they wanted to learn to read and write”. (Puakea Nogelmeier)

When the Ali‘i Asked, the Missionaries Collaborated

An 1826 letter written by Kalanimōku to Hiram Bingham (written at a time when missionaries were being criticized) states, “Greetings Mr Bingham. Here is my message to all of you, our missionary teachers.”

“I am telling you that I have not seen your wrong doing. If I had seen you to be wrong, I would tell you all. No, you must all be good. Give us literacy and we will teach it. And, give us the word of God and we will heed it … for we have learned the word of God.”

“Then foreigners come, doing damage to our land. Foreigners of America and Britain. But don’t be angry, for we are to blame for you being faulted.”

“And it is not you foreigners, (it’s) the other foreigners.” (Kalanimōku to Bingham, 1826)

Ali‘i Asked the Missionaries for Christianity, the Missionaries Collaborated

“Here’s my message according to the words of Jehovah, I have given my heart to God and my body and my spirit. I have devoted myself to the church and Jesus Christ.”

“Have a look at this letter of mine, Mr Bingham and company. And if you see it and wish to send my message on to America to (your President,) that is up to you. Greetings to the chief of America. Regards to you all, Kalanimōku.” (Kalanimōku to Bingham, 1826)

Kaumuali‘i and his wife, Kapule, reiterated appreciation of the missionaries in letters transcribed on July 28, 1820 to the ABCFM and mother of a recently-arrived missionary wife.

“I wish to write a few lines to you, to thank you for the good Book you was so kind as to send by my son. I think it is a good book – one that God gave for us to read. I hope my people will soon read this, and all other good books …”

“When your good people learn me, I worship your God. I feel glad you good people come to help us. We know nothing here. American people very good – kind. I love them.” (Kapule to the mother of Mrs Ruggles)

Ali‘i Asked the Missionaries for Literacy, the Missionaries Collaborated

The arrival of the first company of American missionaries in Hawai¬ʻi in 1820 marked the beginning of Hawaiʻi’s phenomenal rise to literacy. The chiefs became proponents for education and edicts were enacted by the King and the council of chiefs to stimulate the people to reading and writing.

“By August 30, 1825, only three years after the first printing of the pīʻāpā, 16,000 copies of spelling books, 4,000 copies of a small scripture tract, and 4,000 copies of a catechism had been printed and distributed.”

“On October 8, 1829, it was reported that 120,000 spelling books were printed in Hawaiʻi. These figures suggest that perhaps 90 percent of the Hawaiian population were in possession of a pīʻāpā book!”

“This literacy initiative was continually supported by the aliʻi. Under Liholiho, ships carrying teachers were not charged harbor fees. During a missionary paper shortage, the government stepped in to cover the difference, buying enough paper to print roughly 13,500 books.”

“This legendary rise in literacy climbed from a near-zero literacy rate in 1820, to between 91 to 95 percent by 1834. That’s only twelve years from the time the first book was printed!” (KSBE)

Ali‘i Asked the Missionaries for More Teachers, the Missionaries Collaborated

On August 23, 1836, fifteen chiefs signed a letter addressed to the American missionaries, asking for more teachers,

Shortly after, the American Board of Commissioners for Foreign Missions (ABCFM) sent the largest company of missionaries to the Islands; including a large number of teachers.

Ali‘i Asked for a Special School for their Children, the Missionaries Collaborated

In 1839, King Kamehameha III, Hoapili and Kekāuluohi (mother of William Charles Lunalilo, who became the Kuhina Nui or regent of the Hawaiian Kingdom) signed a letter asking missionaries to run the Chiefs’ Children’s School.

In a missionary general meeting, “This subject was fully considered in connection with an application of the chiefs requesting the services of Mr. Cooke, as a teacher for their children; and it was voted, …

“That the mission comply with their request, provided they will carry out their promise to Mr. Cooke’s satisfaction; namely, to build a school house, sustain him in his authority, over the scholars, and support the school.” (Sandwich Islands Mission General Meeting Minutes, 1839)

The school was unique because for the first time aliʻi children would be brought together in a group to be taught, ostensibly, about the ways of governance. The School also acted as another important unifying force among the ruling elite, instilling in their children common principles, attitudes and values, as well as a shared vision.

Ali‘i Asked for Instruction in Western Governance, the Missionaries Collaborated

It was a time of transition, when the Hawaiian people were faced with the difficult task of adjusting themselves to changing conditions. They turned to their teachers, the American missionaries, for guidance along this intricate path.

The king and chiefs, acknowledging their own inexperience, had sought for a man of probity and some legal training who could act as their advisor in matters dealing with other nations and with foreigners within the Islands. (Judd)

Richards “accepted the invitation of the Chiefs to become their teacher, and entered into engagements with them which were signed on the 3d of July (1838). According to those engagements, (he) was to devote (his) time at (his) discretion to the instruction of the King and chiefs, as far as (he) could and remain at Lahaina, and do the public preaching.”

“(He) also met king & chiefs daily when other public business did not prevent, and as fast as (he) could prepare matter read it to them in the form of lectures. (He) endeavored to make the lectures as familiar as possible, by repeating them, and drawing the chiefs into free conversation on the subject of the Lecture.”

“The conversation frequently took so wide a range that there was abundant opportunity to refer to any and to every fault of the present system of government. But when the faults of the present system were pointed out & the chiefs felt them & then pressed me with the question, ‘Pehea la e pono ai,’ (How will it be bettered?)”

“A system of laws has been written out by (Boaz) Mahune, a graduate of the (Lahainaluna) high school, and he was directed by the King to conform them to the principles of Political Economy which they had learned. Those laws are some what extensive and protect all private property.”

“According to this code, no chief has any authority over any man, any farther than it is given him by specific enactment, and no tax can be levied, other than that which is specified in the printed law, and no chief can act as a judge in a case where he is personally interested, and no man can be dispossessed of land which he has put under cultivation except for crimes specified in the law.” (Richards Report to the Sandwich Islands Mission, May 1, 1839)

“Much has been published respecting the effects of Christianity and civilization upon the natives of these Islands. While the religious and philanthropic portion of the community see abundant cause of congratulation in the results produced by christian philanthropy …”

“… others there are who profess to believe that the Hawaiian race are at the present day in a worse physical and moral condition than they were previous to the introduction of Christianity.”

“If the Hawaiian race are in a worse physical and moral condition than they were twenty-eight years ago, the command ‘Go ye into all the world and preach the gospel to every living creature,’ is no longer binding upon mankind; for it would be absurd to suppose on all-wise Creator would require the promulgation of doctrines calculated to degrade his creatures.”

“We can hardly believe any candid man, at all acquainted with the condition of the natives or these islands, sincerely thinks their physical and moral state worse now than it was previous to the introduction of christianity.”

“Most of those who have espoused this side of the question, may be numbered among transient visitors, who have had but few opportunities for observation, and who possess no knowledge of the former condition of the people.”

“On the one hand, the friends of Christianity have, in some cases, over rated the advances made, on the other, sweeping assertions have been made which the least attention to the subject would have shown utterly groundless.”

“While it may be safely asserted that no nation or people have made so great progress in civilization during the same period of time as the Hawaiians during the last quarter of a century …”

“… it must be borne in mind that a wide difference still exists between the condition of this people and the inhabitants of those countries which have enjoyed the benefits of civilization and Christianity for centuries.”

“The proportion of those who read and write already exceeds that of many other countries, while the proportion of practical business knowledge and enterprise falls far short.” Polynesian, August 5, 1848

The following are portions of remarks from Asa Thurston (printed in the Polynesian) on the changes which have taken place in the Islands, looking back over 28-years from 1820, to 1848 0 the first 28-years of the Hawaiian Mission.

“In regard to the changes which have taken place in these islands, since the arrival of the first Missionaries, many things might be said. Many things have been said and written, and various opinions entertained and expressed by different persons.”

“Some have regarded them as affording evidence of a better state of things than formerly existed here, and as indicating some advancement in civilization and general improvement …”

“… while others have stated that the people are in a worse condition in many respect now than they were formerly; or before the publication of the gospel, and before these was any written language, or any books printed, or schools established, and the people taught to read …”

“… in fact, that they are more degraded now than when they were worshipping idols. Many statements of the like nature have been made and are still circulated. We envy not the reputation of a man for soundness of intellect, or goodness of heart, who could give currency to such reports.”

“Could the generation of 1820 be placed side-by-side with the present generation (1848), the contrast in their outward appearance would be very striking, scarcely a feature of that generation would be discernable in this. They would not be recognised as belonging to the same race.”

“(Previously), none of the relations of domestic, or social life, were regarded as sacred or binding. A man might have as many wives as he could take care of or feed; or he could turn them all adrift, as best suited convenience or pleasure.”

“A woman also might have as many husbands as she could conveniently entertain, but she could turn them off and take others at pleasure; and they might leave her if they so desired. Poligamy was one the privileges and features of that age.”

“The king had only five wives; one of them was the widow, and two of them were the daughters of his deceased father. Each one had a particular day of&nbsp;service, when she followed her lord with a spittoon and fly-brush.”

“It is easy to see that in such circumstances, there could no such thing as conjugal affection, or domestic concord and there was no such thing as parental authority, and parental affection was rarely to be seen and filial affection and obedience were equally unknown.”

“There were no statute laws, which defined the duties of parents towards children and of children towards parents; children some times regarded parental commands, if they were quite at leisure, and only so far as suited their convenience.”

“No obligations were felt on the part of parents to take care of their children, nor on the part of children to obey their parents, especially mothers, often destroyed their children, before or after birth, in order to be released from the trouble of taking care of them. Such are a few of the facts which belonged to the generation of 1820.”

“The present generation stands in a very different position in these respects. The facts are altogether of a different character. There scarcely a feature of that generation discernible at present, in respect to their social habits and domestic arrangements.”

“Then there was no law, nothing to regulate society. Now, all the natural, social and domestic relations are respected, and the duties of each in some measure, defined and regulated by good and wholesome laws, and any neglect to perform the duties attached to these various relations, is punishable by fine, imprisonment, and other disabilities.”

“Parents and children, husbands and wives, masters and servants, and most of the relations of a civilized life are recognized in law; and for any delinquency in the performance of the respective duties of these relations, they are amenable to the laws of the land. Any breach of promise, any neglect of any does not pass unnoticed.”

“At that period also, there was but one ruler. His word was law. Life and death were at his disposal. The people had no voice in the government, they had no rights that were respected, and they could have no property that might not be seized.”

“A field of taro, or other food might be tabooed at any time, by the chief or landholder, by placing a stick of sugar cane in one corner, and no one would dare to take any of the food afterward, without liberty from the land-holder.”

“Every other kind of property was equally liable to seizure, and if a man refused to execute any of the orders; or neglected to perform any service required by a chief or head man, his house might be burned, with all its contents, and he and his family, left entirely destitute.”

“In short, the people were ruled with a rod of iron. The government was despotic, and the people were allowed no right, they had nothing which they could call their own. They were ignorant, degraded, miserable and destitute.”

“There was no written language – no books – no schools … Every foreign ship was fully freighted with females as she passed from island to island, and there was no want of a supply when in port.”

“From that period (1820) we date the commencement and progress of religious truth. For a few of the first years of missionary effort, the effects of their labor was hardly discernable, but as years rolled on, the onward march of light and truth became more distinctly marked, and now, all who are competent to judge, are ready to exclaim, ‘What hath God wrought?’”

“Many more facts might be stated in favor of the progress which the Hawaiian have made in civilized habit. They practise many of the arts and usages of civilized life.”

“But why should we multiply examples in proof of the advanced, civilized position in which the nation now stands. Every eye can see it, and the great and commanding facts which go to complete the proof of its advancement are not of difficult discovery.”

“They are distinctly marked upon the map of its progress from downright, naked heathenism to its present decently attired civilization. Why, may we ask, has the Hawaiian people been received into the community of nations?”

“Would the American, English and French government have acknowledged the independence of the Hawaiian people, had not its government, its laws, its institutions, civil and religious, commanded respect?” (Asa Thurston; Polynesian, August 5, 1848)

To better understand Hoapili, you should look at the relationships, circumstances and situations in which he was involved … from service to Kamehameha to supporter of the American Protestant mission, Hoapili had a profound impact in Hawai‘i. (He was first called Ulumāheihei.)

He was born around 1776 (the year of America’s Declaration of Independence.) (Bingham) In his younger years Ulumāheihei was something of an athlete, tall and robust with strong arms, light clear skin, a large high nose, eyes dark against his cheeks, his body well built, altogether a handsome man in those days. (Kamakau)

When Kamehameha I was king, Ulumāheihei was a trusted advisor. In the time of Kamehameha II he had suppressed Kekuaokalani in a rebellion after Liholiho broke the ʻai noa (free eating) kapu; he commanded the forces against a rebellion by Prince George Kaumualiʻi on Kauai. Ulumāheihei became noted as a war leader for his victory over the rebels.

Ulumāheihei was a learned man skilled in debate and in the history of the old chiefs and the way in which they had governed. He belonged to the priesthood of Nahulu and was an expert in priestly knowledge. He had been taught astronomy and all the ancient lore. It was at the court of Ulumāheihei that the chiefs first took up the arts of reading and writing. (Kamakau)

After the conquest of Oʻahu by Kamehameha I, in 1795, he gave Moanalua, Kapunahou and other lands to Kameʻeiamoku (Hoapili’s father), who had aided him in all his wars. (Alexander)

Kameʻeiamoku died at Lāhainā in 1802, and his lands descended to Ulumāheihei, who afterwards became governor of Maui. Ulumāheihei’s first marriage was to Chiefess Kalilikauoha (daughter of King Kahekili of Maui Island.) Liliha his daughter/hānai was born in 1802 or 1803.

Ulumāheihei later earned the name Hoapili (“close companion; a friend.’)

Hoapili and his Brother Were Selected to Hide Kamehameha’s Bones.

Hoapili was with Kamehameha when he died on May 8, 1819 at Kamakahonu at Kailua-Kona.
“Kamehameha was a planner, so he talked to Hoapili and Hoʻolulu (Hoapili’s brother) about where his iwi (bones) should be hidden.” (Hoapili and Hoʻolulu were brothers. Both were trusted advisors to Kamehameha.)

Kamehameha wanted his bones protected from desecration not only from rival chiefs, but from westerners who were sailing into the islands and sacking sacred sites. (Bill Mai‘oho, Mauna Ala Kahu (caretaker,) Star-Bulletin)

Kamehameha’s final resting place and his bones have never been found; a saying related to that site notes: ‘Only the stars of the heavens know the resting place of Kamehameha.’

Hoapili was Husband of Keōpūolani

Keōpūolani (the gathering of the clouds of heaven) was the daughter of Kīwalaʻo and Kekuiapoiwa Liliha, Kīwalaʻo sister. Keōpūolani was aliʻi kapu of nī‘aupi‘o (high-born – offspring of the marriage of a high-born brother and sister or half-brother and half-sister.)

Keōpūolani was the highest-ranking chief of the ruling family in the kingdom during her lifetime. Keōpūolani was reared under strict kapu because she was sacred; her kapu were equal to those of the gods. She possessed kapu moe, which meant that those who were in her presence had to prostrate themselves, face down, for it was forbidden to look at her.

Kamehameha took Keōpūolani as one of his wives; they had three children, Liholiho, Kauikeaouli and Nāhi‘ena‘ena.

Kamehameha allowed Keōpūolani to have other husbands after she gave birth to his children, a practice common among ali‘i women (except Ka‘ahumanu.) Kalanimōku and Hoapili were her other husbands.

Keōpūolani is said to have been the first convert of the missionaries in the islands and the first to receive a Protestant baptism. (Kalanimōku and Boki had previously (1819) been baptized by the French Catholics. Kalanimōku later (1825) joined the Protestant Church, at the same time as Ka‘ahumanu.)

Hoapili and Christianity

Hoapili had accepted the word of God because of Keōpūolani. After her marriage with Hoapili she became a steadfast Christian. (Kamakau)

Hoapili welcomed the missionaries to the island and gave them land for churches and enclosed yards for their houses without taking any payment. Such generosity was common to all the chiefs and to the king as well; a tract of a hundred acres was sometimes given. (Kamakau)

After the death of Keōpūolani, her husband, Hoapili, was the leading representative of the Christian faith. Later Kaʻahumanu and Kalanimōku and their households followed Christian ways. (Kamakau)

Later, Hoapili was Husband of Kalākua

Kalākua (also Kaheiheimālie) was daughter of Keʻeaumoku, a chief from Hawaiʻi Island and Nāmāhāna, from the royal family on Maui. Kalākua’s siblings included Queen Kaʻahumanu, Hawaiʻi Island Governor John Adams Kuakini, Maui Governor George Cox Kahekili Keʻeaumoku II and Lydia Namahana Piʻia.

She first married Kalaʻimamahu, the younger brother of Kamehameha I. They had a daughter, Kekāuluohi; Kekāuluohi became Kamehameha’s youngest wife. Liholiho (Kamehameha II) later took her as one of his wives and around 1821 Kamehameha II gave Kekāuluohi to his friend Charles Kanaʻina. By Kanaʻina, Kekāuluohi had a son William Charles Lunalilo (future king of the Islands.)

Kalākua was also married to Kamehameha I; she had four children. Their two sons died as infants; the oldest daughter, Kamāmalu, became wife of Liholiho (Kamehameha II,) and the youngest daughter, Kīnaʻu, later became Kuhina Nui.

Kīnaʻu later married Mataio Kekūanāoʻa; they had several children, including Lot Kapuāiwa (afterwards Kamehameha V,) Alexander Liholiho (afterwards Kamehameha IV) and Victoria. (Liliʻuokalani) That made Kalākua mother of another Queen consort, and grandmother of three future Kings.

“In September, 1823, she heard in Hawaii of Keōpūolani’s death and sailed at once for Lāhainā to attend the burial ceremonies. The chiefs had all assembled at Lāhainā, the body of the chiefess had been concealed, and (Hoapili) was in mourning.”

“After the days of mourning were ended (Kalākua) became the wife of (Hoapili) (October 19, 1823,) they became converted, were married under Christian vows, and took the names of Hoapili-kāne and Mary Hoapili-wahine [the Hawaiian form of Mr. and Mrs.]”

Chief’s Children’s School

In 1839, Hoapili signed a letter with King Kamehameha III and Kekāuluohi asking the American Protestant missionaries to run the Chiefs’ Children’s School.

“This subject was fully considered in connection with an application of the chiefs requesting the services of Mr. Cooke, as a teacher for their children; and it was voted:”

“That the mission comply with their request, provided they will carry out their promise to Mr. Cooke’s satisfaction; namely, to build a school house, sustain him in his authority, over the scholars, and support the school.” (Sandwich Islands Mission General Meeting Minutes, 1839)

In this school were educated the Hawai‘i sovereigns who reigned over the Hawaiian people from 1855, namely, Alexander Liholiho (King Kamehameha IV,) Queen Emma, Lot Kamehameha (King Kamehameha V,) King William Lunalilo, King David Kalākaua and Queen Lydia Lili‘uokalani.

“The advent of the white man in the Pacific was inevitable, and especially in Hawaii, by reason of its size, resources, and, most important, its location at the crossroads of this vastest of oceans, rapidly coming into its own in fulfilment of prophecies that it was destined to become the chief theater of the world’s future activities.”

Years before the westward land movement gathered momentum, the energies of seafaring New Englanders found their natural outlet, along their traditional pathway, in the Pacific Ocean.

On the afternoon of January 20, 1778, Cook anchored his ships near the mouth of the Waimea River on Kauai’s southwestern shore. After a couple of weeks, there, they headed to the west coast of North America.

In the Islands, as in New France (Canada to Louisiana (1534,)) New Spain (Southwest and Central North America to Mexico and Central America (1521)) and New England (Northeast US,) the trader preceded the missionary.

Practically every vessel that visited the North Pacific in the closing years of the 18th century stopped at Hawai‘i for provisions and recreation.

On October 23, 1819, the Pioneer Company of American Protestant missionaries from the northeast US set sail on the Thaddeus for the Sandwich Islands (now known as Hawai‘i.) There were seven American couples sent by the ABCFM to convert the Hawaiians to Christianity in this first company.

By the time the Pioneer Company arrived, Kamehameha I had died and the centuries-old kapu system had been abolished; through the actions of King Kamehameha II (Liholiho,) with encouragement by former Queens Kaʻahumanu and Keōpūolani (Liholiho’s mother,) the Hawaiian people had already dismantled their heiau and had rejected their religious beliefs.

Over the course of a little over 40-years (1820-1863 – the “Missionary Period”), about 184-men and women in twelve Companies served in Hawaiʻi to carry out the mission of the American Board of Commissioners for Foreign Missions (ABCFM) in the Hawaiian Islands.

“(F)or forty years Hawaiians wanted everything on every ship that came. And they could get it; it was pretty easy to get. Two pigs and … a place to live, you could trade for almost anything.”

“(The missionaries) come with a set of skills that Hawaiians are really impressed with. … The missionaries were the first group of a scholarly background, but they also had the patience and endurance. So that’s part of the skill sets. … That’s really the more important things that are attracted first.”

“But the second thing is they are pono.”

“They have an interaction that is intentionally not taking advantage. It’s not crude. They don’t get drunk and throw up on the street … and they don’t take advantage and they don’t make a profit. So that pono actually is more attractive than religion.” (Puakea Nogelmeier)

Collaboration between Native Hawaiians and American Protestant missionaries resulted in, among other things, the
• Introduction of Christianity;
• Development of a written Hawaiian language and establishment of schools that resulted in widespread literacy;
• Promulgation of the concept of constitutional government;
• Combination of Hawaiian with Western medicine; and
• Evolution of a new and distinctive musical tradition (with harmony and choral singing)

On October 23, 1819, the Pioneer Company of American Protestant missionaries from the northeast US, led by Hiram Bingham, set sail on the Thaddeus for the Hawaiian Islands.

Over the course of a little over 40-years (1820-1863 – the “Missionary Period”,) about 180-men and women in twelve Companies served in Hawaiʻi to carry out the mission of the American Board of Commissioners for Foreign Missions (ABCFM) in the Hawaiian Islands.

Collaboration between native Hawaiians and the American Protestant missionaries resulted in, among other things, the introduction of Christianity, the creation of the Hawaiian written language, widespread literacy, the promulgation of the concept of constitutional government, making Western medicine available and the evolution of a new and distinctive musical tradition (with harmony and choral singing).

By the time the Pioneer Company arrived, Kamehameha I had died and the centuries-old kapu system had been abolished; through the actions of King Kamehameha II (Liholiho,) with encouragement by his father’s wives, Queens Kaʻahumanu and Keōpūolani (Liholiho’s mother,) the Hawaiian people had already dismantled their heiau and had rejected their religious beliefs.

The kapu system was the common structure, the rule of order, and religious and political code. This social and political structure gave leaders absolute rule and authority. In addition to the abolition of the old ways, Kaʻahumanu created the office of Kuhina Nui (similar to premier, prime minister or regent) and would rule as an equal with Liholiho – this started the shift from absolute rule to shared rule.

Introduction of Christianity

Within five years of the initial arrival of the missionaries, a dozen chiefs had sought Christian baptism and church membership, including the king’s regent Kaʻahumanu. The Hawaiian people followed their native leaders, accepting the missionaries as their new priestly class. (Schulz)

Kamakau noted of her baptism, “Kaʻahumanu was the first fruit of the Kawaiahaʻo church … for she was the first to accept the word of God, and she was the one who led her chiefly relations as the first disciples of God’s church.”

Creation of the Hawaiian Written Language

When Captain Cook first made contact with the Hawaiian Islands in 1778, Hawaiian was a spoken language but not a written language. Historical accounts were passed down orally, through oli (chants) and mele (songs.)

After Western contact and attempts to write about Hawaiʻi, early writers tried to spell words based on the sound of the words they heard. People heard words differently, so it was not uncommon for words to be spelled differently, depending on the writer.

In addition to preaching the gospel, one of the first things Bingham and his fellow missionaries did was begin to learn the Hawaiian language and create an alphabet for a written format of the language. The 12-letter we use today was established by the missionaries on July 14, 1826.

Widespread Literacy

The missionaries established schools associated with their missions across the Islands. This marked the beginning of Hawaiʻi’s phenomenal rise to literacy. The chiefs became proponents for education and edicts were enacted by the King and the council of Chiefs to stimulate the people to reading and writing.

By 1831, in just eleven years from the first arrival of the missionaries, Hawaiians had built over 1,100-schoolhouses. This covered every district throughout the eight major islands and serviced an estimated 53,000-students. (Laimana)

The proliferation of schoolhouses was augmented by the missionaries printing of 140,000-copies of the pī¬ʻāpā (elementary Hawaiian spelling book) by 1829 and the staffing of the schools with 1,000-plus Hawaiian teachers. (Laimana)

By 1853, nearly three-fourths of the native Hawaiian population over the age of sixteen years were literate in their own language. The short time span within which native Hawaiians achieved literacy is remarkable in light of the overall low literacy rates of the United States at that time. (Lucas)

Constitutional Government

King Kamehameha III asked missionary William Richards (who had previously been asked to serve as Queen Keōpūolani’s religious teacher) to become an advisor to the King as instructor in law, political economy and the administration of affairs generally.

Richards gave classes to King Kamehameha III and his Chiefs on the Western ideas of rule of law and economics. His decision to assist the King ultimately resulted in his resignation from the mission, when the ABCFM board refused to allow him to be in the mission while assisting the King.

Of his own free will, King Kamehameha III granted the Constitution of 1840, as a benefit to his country and people, that established his Government upon a declared plan. (Rex v. Booth – Hanifin)

That constitution introduced the innovation of representatives chosen by the people (rather than as previously solely selected by the Aliʻi.) This gave the common people a share in the government’s actual political power for the first time.

Western Medicine

Judd, a doctor by training, had originally come to the islands to serve as the missionary physician. While in that role, Judd set up part of the basement in the Mission House as a Western medicine pharmacy and doctor’s office, beginning in 1832.

Judd wrote the first medical book in the Hawaiian language and later formed the first medical school in the Islands. Ten students were accepted when it opened in 1870, all native Hawaiians (the school had a Hawaiians-only admissions policy.)

Later (when Richards was sent on a diplomatic mission to the US and Europe to recognize the rights of a sovereign Hawaiʻi,) King Kamehameha III asked missionary Gerrit P Judd to resign from the mission and serve as his advisor and translator.

Distinctive Musical Tradition

Another lasting legacy left by the missionaries in the Islands related to music. Some songs were translations of Western songs into Hawaiian; some were original verse and melody.

Oli and mele were already a part of the Hawaiian tradition. “As the Hawaiian songs were unwritten, and adapted to chanting rather than metrical music, a line was measured by the breath; their hopuna, answering to our line, was as many words as could be easily cantilated at one breath.” (Bingham)

Missionaries used songs as a part of the celebration, as well as learning process. “At this period, the same style of sermons, prayers, songs, interrogations, and exhortations, which proves effectual in promoting revivals of religion, conversion, or growth in grace among a plain people in the United States, was undoubtedly adapted to be useful at the Sandwich Islands. … some of the people who sat in darkness were beginning to turn their eyes to the light”. (Bingham)

“In view of the fact that the best modern Hawaiian music, now known the world over, owes much to the musical form of these early hymns, one wishes that history had been less restrained. Yet, even in default of any direct, consecutive record, one may piece out quite a little of the story of Hawaiian hymns from references in early letters and accounts of their printing.”

“And when one has the good fortune to touch with one’s own hands many of the early songbooks printed in Hawaiian, the search toward a complete account of them becomes a fascinating pursuit.” (Wilcox; Damon The Friend, March 1935)

“When our Protestant missionaries came to hymnody in Hawaiian – as they very soon did – they reared a natural superstructure upon this rich and rhythmical foundation of the Bible. It was a veritable treasure house.”

“But strangely, too, another very deep-seated source of balance and rhythm and figured speech flowed in the cultural consciousness of the Hawaiian people to whom these new Christian messages were being brought. Instinct in the Hawaiian mode of thought was the impulse and the act of prayer, of supplication, of praise.” (Wilcox; Damon The Friend, March 1935)

Images of Old Hawaiʻi

People, places, and events in Hawaiʻi’s past come alive through text and media in “Images of Old Hawaiʻi.” These posts are informal historic summaries presented for personal, non-commercial, and educational purposes.

Hoʻokuleana LLC

Hoʻokuleana LLC is a Planning and Consulting firm assisting property owners with Land Use Planning efforts, including Environmental Review, Entitlement Process, Permitting, Community Outreach, etc. We are uniquely positioned to assist you in a variety of needs.